Listen and learn: Snapshot 
Recorded SessionSnapshots are a pairing of two 20 minute presentations followed by a 5 minute Q & A.
This is presentation 2 of 2, scroll down to see more details.
Other presentations in this group:
The purpose of this presentation is to highlight ways in which low-tech STEAM learning can have a positive impact on students by engaging them in course content and fostering curiosity. Recognizing the increased need for student engagement as schools continue to recover from the COVID-19 pandemic, the presentation will offer simple, time-efficient ways to engage students in hands-on learning using easy-to-access materials.
Participation in this presentation (through video, reflection, whole-group discussion, and a small building project that participants will take part in) will highlight a variety of instructional techniques that attendees can then take back to their classrooms.
Additionally, all attendees will have access to the presenter's low-tech STEAM projects with examples of how they have been used to extend learning in the classroom by connecting the low-tech activities to higher-order curriculum content. This information will be shared through access to a YouTube video channel and a Google site.
This presentation will be considered a success if attendees leave the session feeling inspired and empowered to offer hands-on STEAM activities in their classroom as an engagement technique, a "brain break", an introduction to a more complex concept, or as a way for students to showcase their learning.
30-minute Snapshot Presentation:
5 minutes: Introduction to presenter, a "glimpse" into my MakerSpace, and an overview of STEAM and Maker-Centered Learning
5 minutes: Overview of "Pittsburgh STEAM Station" YouTube channel and how low-tech STEAM activities have positively impacted students. (A sample video will be shown, as well as sample student products)
5 minutes: "Memorable Making Experience" whole group share out (verbal and/or via Padlet). Educators will reflect on Making experiences of their own and the positive effects of these experiences. Presenters will explain that we want to bring the same JOY that participants talk about in their reflections to their students.
3 minutes: Transition time. Explain hands-on component. Each participant will receive a ziplock bag with materials and a QR code. Scan the code, hear your low-tech STEAM challenge, and take a few minutes to build.
7 minutes: Project construction
5 minutes: Final reflections/project share out. Presenter will share how low-tech STEAM activities can be connected to the curriculum and extended for deeper learning. Participants will also discuss how Making/STEAM projects can help foster community in their classrooms.
**Any additional time will be used for Q & A
Wagner, Tony, and Robert A. Compton. Creating Innovators: The Making of Young People Who Will Change the World. New York: Scribner, 2012.
Gormley, William T., Jr. Critical Advantage. S.I.: Harvard Education, 2017. Print. (Chapter discussing South Fayette. Chapter 7. Critical Thinking and the Technological Revolution. 157-185)
Quigley, C. F., Herro, D., King, E., & Plank, H. (2020). STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School. Journal of Science Education & Technology, 29(4), 499–518. https://doi-org.umasslowell.idm.oclc.org/10.1007/s10956-020-09832-w
Resnick, M., & Robinson, K. (2018). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. The MIT Press.
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